Single Plan for Student Achievement Cahuilla Desert Academy

Single Plan for Student Achievement

Cahuilla Desert Academy 33736766112874

Contact Information: Michael Reule, Principal [email protected] 82-489 Avenue 52 Coachella, CA 92236 (760) 398-0097

(This page intentionally left blank.)

Cahuilla Desert Academy Single Plan for Student Achievement September 2015

Table of Contents The Single Plan for Student Achievement ................................................................................................................. 1School Site Council Membership .............................................................................................................................. 1English Language Advisory Council (ELAC) Membership ........................................................................................ 2Recommendations and Assurances .......................................................................................................................... 3District information ..................................................................................................................................................... 4

District Profile ........................................................................................................................................................ 4District Vision ......................................................................................................................................................... 5District Mission ...................................................................................................................................................... 5District Local Educational Agency Plan (LEAP) Goals 2014-2017 ........................................................................ 5District Local Control & Accountability Plan (LCAP) Goals 2014-17 ..................................................................... 6

School Information .................................................................................................................................................... 7School Profile ........................................................................................................................................................ 7School Vision ......................................................................................................................................................... 7School Mission ...................................................................................................................................................... 7Student Enrollment by Grade ................................................................................................................................ 7Student Enrollment by Ethnicity ............................................................................................................................. 8Student Enrollment by Subgroup ........................................................................................................................... 8Highly Qualified Teachers ..................................................................................................................................... 9Program Improvement School ............................................................................................................................... 9Comprehensive Needs Assessment ................................................................................................................... 10Violence Prevention, Bully Prevention, and Student Safety ................................................................................ 10Nutrition Programs ............................................................................................................................................... 11Extended Learning Programs .............................................................................................................................. 11

Programs Included in This Plan .............................................................................................................................. 12Planned Improvements in Student Performance ..................................................................................................... 13

School Goals for Improving Student Achievement .............................................................................................. 13School Goals for Improving Student Achievement .................................................................................................. 14References .............................................................................................................................................................. 31

CAASPP – Grade 7 English Language Arts/Literacy 2014-15 ............................................................................ 31CAASPP – Grade 7 Mathematics 2014-15 ......................................................................................................... 32CAASPP – Grade 8 English Language Arts/Literacy 2014-15 ............................................................................ 33CAASPP – Grade 8 Mathematics 2014-15 ......................................................................................................... 34CST Science – Grade 8 2014-15 ........................................................................................................................ 35CST Science – Grade 8 – 3 Year Comparison .................................................................................................... 35CELDT 2014-15 ................................................................................................................................................... 36CELDT 3 Year Comparison ................................................................................................................................. 36School-Parent/Home Compact ............................................................................................................................ 38Parent Involvement Policy ................................................................................................................................... 39


Parent Involvement Calendar .............................................................................................................................. 44Teacher Mentoring Programs .............................................................................................................................. 45Professional Development Plan .......................................................................................................................... 46Principal’s Training Aimed at Improving Student Achievement ........................................................................... 47School Accountability Report Card ...................................................................................................................... 48School Site Council Bylaws ................................................................................................................................. 49Title I – School Plan Reference of Required Components (PI schools only) ...................................................... 54Title I – School Plan Reference of Required Components (SW schools only) .................................................... 55Chart of Requirements ........................................................................................................................................ 56


1

The Single Plan for Student Achievement The Single Plan for Student Achievement (SPSA) for Cahuilla Desert Academy is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code section 41507, 41572, and 64001 and the Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the Consolidated Application and ESEA Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact: Michael Reule, Principal Cahuilla Desert Academy 82-489 Avenue 52 Coachella, CA 92236 (760) 398-0097 [email protected] The district’s Governing Board approved this revision of the school plan on ________________, 2016.

School Site Council Membership California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the School Site Council (SSC). The current make-up of the 2015-16 SSC is as follows:

Name of Members Principal Certificated

Staff Other Staff

Member

Parent or Community

Member Student Michael Reule X

Angie Reyes X

Bob Claytor X

John Loe X

Trina Love X

Veronica Chavez X

Jacqueline Lopez X

Isayana Ochoa X

Janet Ramirez X

Vacant X

Number of members in each category 1 3 1 3


2

English Language Advisory Council (ELAC) Membership Education Code Section 52176 (a) states that each school with more than 20 English Learners shall establish a school level advisory committee. Parents or guardians, or both, of EL pupils who are not employed by the district shall constitute a majority of the committee.

Name of Members Principal Certificated

Staff

Other Certificated

Staff

Parents/Guardians of English Learners

Other Staff

Michael Reule X

Enrique Rodriguez X

Mario Ibarra X

Erika Davila X

Laureano Aban X

Araceli Ayala X

Number of members in each category 1 1 3 1

(If the members of a properly constituted English Language Advisory Council (ELAC) voted to give over their governance to the School Site Council (SSC), please list the names of those people who voted. Giving over governance needs to be re-voted every 2 years.)

o The ELAC has voted to give governance to the SSC on this date: _______________________

o The name of the parent ELAC representative to SSC is: _______________________


3

Recommendations and Assurances The School Site Council (SSC) recommends this school plan and proposed expenditures to the district Governing Board for approval and assures the board of the following: 1) The SSC is correctly constituted and was formed in accordance with district governing board policy and state

law.

2) The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3) The SSC sought and considered all recommendations from the following groups or committees before

adopting this plan: Signature of Authorized

Representative Family Involvement Action Team

Leadership Team

English Learner Advisory Council

4) The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes

all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5) This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6) This SPSA was adopted by the SSC at a public meeting on: ________________________ Attested:

Michael Reule, Principal Date _________________, SSC Chairperson Date


4

District information

District Profile The vision of the Coachella Valley Unified School District is focused on Preparing Students for College, Career and Citizenship by:

1. Student Academic Achievement – Ensuring that students are college and career ready by

systematizing high expectations and providing an integrated system of support and enhancement for all students

2. 21st Century Mobile Learning Environment - Training and focusing staff on the Technology, Content and Pedagogy of a 21st Century Learning Environment. Each CVUSD student from Pre- school to Grade 12 will have an iPad and the curricular tools to learn the 21st Century skills necessary to compete in a global environment.

3. Full “STEAM” Ahead Curriculum – Emphasizing Science, Technology, Engineering and Education, the Arts and Athletics, and Math, with Advanced Placement and Honors courses alongside a College Preparatory A through G curriculum which serves as a high school graduation requirement.

4. Common Core State Standards and the Smarter Balance Assessments - Implementing the Common Core State Standards and the Smarter Balance assessments which are a deeper and more relevant curriculum and assessment system in a Challenged Based/Project Based Learning Environment

5. Health, Wellness and K-12 Sports Programs for students and staff - Creating a healthier student/staff and school community by creating a more successful health, nutrition and sports program from preschool through grade 12 and creating health and nutrition programs for employees as well as the adult education community

6. Fiscal Solvency and Operational Efficiency - Continuing to work with all stakeholders and partners to guarantee we receive the best value for every dollar spent, matching revenues with expenditures

7. Career Technical Education – Creating and expanding career awareness and support of Academies along with ROP Programs that brings mentorships and apprenticeships with partners in the community and beyond

8. Civic, Citizenship and Community Engagement - Providing information and educational programs around civic and citizenship responsibilities and community service for the betterment of all

9. Trust, Leadership and Collaboration (TLC) throughout the school community - Continued emphasis on transparency, collaboration and servant leadership that involves stakeholders and builds leadership capacity within the organization

10. Year of the Parent 5.0 - Building and increasing parent leadership, involvement and engagement to form a true partnership for the benefit of all students and families.

CVUSD’s Core Program, including strategies to address the needs of English Learners (ELs) and students with disabilities in the least restrictive environment, is the foundation for all instructional practice and assessment in every classroom. All instructional efforts will be aligned to Common Core standards. All grants and categorical funds allocated to district programs and schools are used to supplement, support, and enhance the Core Program. Coachella Valley Unified School District has a growing reputation for innovative programs and outstanding staff.


5

The Coachella Valley Unified School District (CVUSD) encompasses 1,200 square miles of rural farmland and desert in southeastern Riverside County including the small communities of Thermal, Coachella, Oasis, and Mecca, plus Salton Sea City in Imperial County approximately 60 miles from the Mexican border. The geographical center of the district is Thermal around 30 miles southeast of Palm Springs. In this geographically sprawling and somewhat isolated district of 18,362 students, over 8,800 students are transported daily. The district serves the some of the nation’s most impoverished rural areas. Many families lack reliable transportation and public bus service is extremely limited. Poverty, geographic and racial isolation, language barriers, and a lack of services contribute to the myriad of barriers encountered daily by CVUSD students and their families. The district educates approximately 3500 migrant students who move annually due to the migrant lifestyle. CVUSD serves 21 schools, 14 (K-6) elementary ranging in size from 535-1100, three (7-8) middle schools ranging from 700 to 1150, one (7-12) school of 250, two (9-12) comprehensive high schools of 1720 to 2250, and one continuation high school of approximately 125. The district also serves over 600 students in numerous state and federal programs for preschool children. Operating since 1952, Coachella Valley Adult School is the largest adult school in the Coachella Valley, serving over 3,000 adult students annually. Coachella Valley Unified School District has a large Latino and English Learner population that has made tremendous improvements in student achievement in the past few years. We are proud of the accomplishments of our students, teachers, staff, parents and the community that has made that achievement possible. Our district faces some very tough challenges in educating the children of the Coachella Valley. We remain convinced that we can and will continue to improve our educational outcomes so that more of our students go on to college and become respected and respectful members of our diverse global society. Education is the ticket to the future and we are working diligently to make sure that we provide students with opportunities to excel and to prosper.

District Vision Coachella Valley Unified School District, providing the educational foundation for our students today, will shape the world of tomorrow.

District Mission A District that promotes education, pride, and progress.

District Local Educational Agency Plan (LEAP) Goals 2014-2017 Goal I A: Proficiency in Reading/Language Arts B: Proficiency in Mathematics C: Proficiency for High Priority Students D: Effective Teaching and Administration (Leadership) E: Implementation and Monitoring F: Support for Schools in Corrective Action Goal 2 A: AMAO 1 – Annual Progress in Learning English B: AMAO 2 – English Proficiency C: AMAO 3 – AYP for EL Subgroup


6

D: High Quality Professional Development E: Parent and Community Participation F: Parental Notification G: Services for Immigrant Students Goal 3: Highly-Qualified Teachers Goal 4: Safe and Drug Free Schools (not federally funded—optional) Goal 5 A: Increase Graduation Rates B: Decrease Dropout Rates

District Local Control & Accountability Plan (LCAP) Goals 2014-17 Goal 1: Increase student achievement and other pupil outcomes to prepare all students for college, career, and citizenship in the 21st Century. Goal 2: Improve conditions of learning in a fiscally solvent and operationally efficient manner. Goal 3: Increase engagement and collaboration among students, parents, staff, and community members.


7

School Information

School Profile Cahuilla Desert Academy provides instruction for students in grades 7-8. During the 2014-15 school year, a total of 932 students were enrolled; the average class size for the year was 24.4. The school’s enrollment for 2014-15 was comprised of 93% free and reduced price meal students, 9.9% students with disabilities, and 29.9% English Learners, and consisted of the following number of students per grade level: Seventh Grade – 499

Eighth Grade – 433

School Vision Ensure that all students, upon leaving CDA in two years, will receive challenge-based instruction in all coursework that develops academic and social skills along with a 4-year academic plan that promotes and maintains a college and career minded attitude for the purpose of contributing to the community. We will create and maintain a learning environment that ensures every student of our learning community reaches a high level of academic achievement as determined by California State standards. We will ensure social and academic success of all students through extraordinary service, support and partnerships.

School Mission • Cahuilla Desert Academy Middle School students will remain actively engaged in the learning process as

they acquire the skills and knowledge necessary to become responsible, contributing citizens within the local, state, national, and world community.

• Cahuilla Desert Academy Middle School parents will remain actively involved as advocates for their children and supporters of the school programs, faulty & staff.

• Within a nurturing, safe environment, Cahuilla Desert Academy Middle School faculty & staff members will actively engage all students in the learning process during the regular and after-school programs and teach students to become critical thinkers, problem-solvers, and life-long learners.

.

Student Enrollment by Grade Source: CALPADS 2014-15

400

420

440

460

480

500

Grade 7 Grade 8

499

433


8

Student Enrollment by Ethnicity Source: CALPADS 2014-15

Student Enrollment by Subgroup Data Source: CALPADS 2014-15

0.1%

0.2%0.1%

0.3%

97.6%

0.9%

Black or African American

American Indian or Alaska Native

Asian

Filipino

Hispanic or Latino

White

0.010.020.030.040.050.060.070.080.090.0

100.0

SocioeconomicallyDisadvantaged

EnglishLearners

Students withDisabilities

93.0

29.9

9.9

Perc

enta

ge


9

Highly Qualified Teachers During the 2014-15 school year, 98% of Cahuilla Desert Academy’s classes were taught by highly qualified teachers. The Coachella Valley Unified School District and its governing board “desires to employ the most highly qualified and appropriate person available for each open position in order to improve student achievement and efficiency in district operations… The Superintendent or designee shall recruit candidates for open positions based on an assessment of the district's needs for specific skills, knowledge and abilities. Contingent upon available funding, the Superintendent or designee may provide incentives to recruit credentialed teachers to teach in any district school ranked in the bottom half of the state Academic Performance Index. Such incentives may include, but are not limited to, signing bonuses, improved work conditions, teacher compensation or housing subsidies.” (Board Policy 4111) Coachella Valley Unified School District is not considered a high-need district in regards to acquisition of high quality, highly-qualified teachers; therefore its schools do not qualify as “high-need” schools. A “high need local educational agency” is defined (NCLB, Public Law 107–110) as:

• that serves not fewer than 10,000 children from families with incomes below the poverty line; or ‘‘(ii) for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and

• for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or ‘‘(ii) for which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing.

Based upon the most current data available (2010 U.S. Census Bureau (http://www.census.gov/cgi-bin/saipe/saipe.cgi), the district’s estimated percentage of student population of children ages 5-17 living in poverty is 41.3%. However, there are currently no teachers working out of field, on an emergency provision, or temporary certification or licensing. The Coachella Valley Unified School District’s Human Resources Division is responsible, in partnership with Cahuilla Desert Academy’s administrative team, for recruiting and placing qualified teachers in the classroom. To date, the district only employs highly qualified teachers to fill vacant teaching positions. When a vacancy exists, teaching positions are posted on EdJoin.org. All applicants must have the following to apply:

• Valid California Credential (with authorization to teach in applicable area) • Resume • Two Letters of Recommendation • English Learner Authorization/CLAD Certificate • NCLB compliant

The Riverside County Office of Education (RCOE) conducts a review of teaching assignments for schools in Deciles 1-3 on an annual basis; any irregularities noted are corrected immediately by the Human Resources Division. In RCOE’s most recent review, there were no misassignments reported.

Program Improvement School Cahuilla Desert Academy is currently in Year 5 of Title I Program Improvement. At the beginning of each school year, parents are notified in writing and in an understandable language of the school’s identification as a PI school based upon the state’s most recent accountability cycle. Parents may be given the opportunity to transfer their child to another school within the district that is not a PI school.


10

Comprehensive Needs Assessment Cahuilla Desert Academy completed a comprehensive needs assessment survey of all students enrolled, including migratory students, which included the analysis of student performance in relation to the state academic content standards. During department chair meetings and after-school collaboration, school administration and department teams (language arts, math, science, social science, physical education, and special education departments) considered the results of the following to identify areas of strength and weakness:

ü School Climate Survey ü Parent Survey results ü Safe School Survey (October) ü Analysis of Student Performance Data:

o CELDT Reports o EADMS Reports o Site-developed assessments

Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.

Violence Prevention, Bully Prevention, and Student Safety Cahuilla Desert Academy supports efforts to maintain a safe and healthy environment by accessing professional resources through local law enforcement and public health agencies. The district's Office of Child Welfare and Attendance works with school administrators to provide resources and support for both students and parents. During the 2015-16 school year, Cahuilla Desert Academy anticipates providing the following programs for its students (and parents as applicable):

• Anti-bullying Presentations - led by the District Attorney's Office (required by District) • School Resource Officers (shared with Bobby Duke Middle School) - offers law enforcement support on

campus. Available upon request to other schools through direct contact with the Riverside County Sheriff’s office.

• Youth Accountability team (YAT) Student Referrals - Riverside County Probation Department • Parent Project Classes (sponsored through the Youth Accountability Team) - led by the Riverside County

Probation Department • Internet Safety Presentations - site-based internet safety program as component of their annual

orientation process. Presentations are given a second time at mid-term. Parents are introduced to internet safety presentations as a component of the Parent Academy.

Cahuilla Desert Academy supplements district-sponsored programs with site-based curriculum aimed at developing positive behaviors through character education, substance abuse prevention education, and healthy life styles education. These programs include:

� Project Alert - a digitally delivered classroom-based substance abuse prevention program aimed at preventing and reducing experimental and continued use of drugs. Through a series of comprehensive lessons, Project ALERT motivates students against drug use, cultivates new non-use attitudes and beliefs, and equips students with the skills and strategies to resist drugs. The program features self-paced lessons, downloadable lesson plans, and supporting videos and posters.

� Positive Behavior Intervention & Support (PBIS) - The Positive Behavior Intervention Support (PBIS) program provides comprehensive curriculum to promote responsible, safe behaviors as well as bully prevention strategies through classroom activities, presentations, hands-on activities, and scripted weekly lessons.

� Tobacco Use Prevention Education (TUPE) - program goals are focused on preventing students from beginning to use tobacco, helping students stop using tobacco if they have experimented with it, and helping students influence friends and family members to stop using tobacco.

� Americorp - mentoring/tutoring program for students who are performing below grade level.


11

Nutrition Programs Coachella Valley Unified School District’s Wellness Program contains five components: health, physical fitness, nutrition guidelines, monitoring and policy review, and the preamble. The original policy was developed to provide school environments that enhance learning and encourage the development of lifelong wellness practices. The Wellness Policy is regularly reviewed to include the most current health and fitness information, and is available on the district’s website at cvusd.sharpschool.net/cms/One.aspx?portalId=5154617&pageId=5382394. The district offers a variety of free and reduce-meal programs through the National School Lunch Program (NSLP), Especially Needy Breakfast Program (SNBP), School Breakfast Program (SBP), Meal Supplement Program (Snacks), Child Care Program (CCAFP), and the Seamless Summer Feeding Option Program (SSFOP). Cahuilla Desert Academy follows the nutritional guidelines component of the policy and incorporates the physical activity and health/nutrition education components into daily curricula. On Tuesday and Thursdays, students have access to a salad bar for their lunchtime meal. Nutritional programs sponsored at the school include:

• National School Lunch Program - a federally assisted meal program which provides nutritionally balanced, low-cost or free lunches to children each school day.

• At-Risk After-school Meals Program - students participating in ASES/ASSETS programs receive nutritious snacks and dinner meal as a regular part of their afterschool activities. Meals are provided in accordance with the Childcare Food Program guidelines and reimbursement rates.

• Saturday School Meals Program - under the National School Lunch Program and School Breakfast Program, students participating in Saturday School are provided a nutritious snack and lunch.

• Seamless Summer Feeding Option Program - students participating in summer school receive nutritious snacks and meals through the National School Lunch and School Breakfast programs.

• Second Chance Breakfast (2CB) - (TCMS and CDA only) - as participant in the Breakfast First initiative and 2CB model, students who were unable to participate in morning breakfast services are provided breakfast during morning snack break. Meals are funded through the School Breakfast Program.

Extended Learning Programs Cahuilla Desert Academy sponsors the After School Education and Safety (ASES) program for all grade levels. The program is designed to provide academic intervention, academic enrichment, and physical fitness in alignment with the school’s core curriculum to support efforts to increase student proficiency and achievement levels. After school activities are divided into three time periods to accommodate homework completion/support, academic intervention/enrichment, and youth development/recreational activities. Students are engaged in a hands-on, student-centered approach to combine academics, youth development, enrichment, and recreation through a variety of activities. Students who have been identified as at-risk or academically deficient (including special education and EL students) are given first priority to participate in the ASES program; however, provided space is available, any student may attend. Participating students receive a healthy snack and dinner meal. Cahuilla Desert Academy also sponsors the following extended learning programs:

• Morning English Language Tutoring • Saturday School • Migrant Program • Read 180 Teacher • Project Pupil Intervention • ELSA


12

Programs Included in This Plan The School Site Council intends for Cahuilla Desert Academy to participate in the following programs: State Programs Allocation 2015-16 LCFF - Economic Impact Aide/State Compensatory Education (0701)

Purpose: Help educationally disadvantaged students succeed in the regular program.

$ 16,101.00

2015-16 LCFF - Economic Impact Aide/Limited English Proficient (0702) Purpose: Develop fluency in English and academic proficiency of English learners.

$ 11,852.00

2015-16 LCFF-CTE Academy & Pathway (0761) $ 15,000.00 2014-15 Economic Impact Aide/State Compensatory Education Carryover (7090)

Purpose: Help educationally disadvantaged students succeed in the regular program. $ 10,677.85

2014-15 Economic Impact Aide/Limited English Proficient Carryover (7091)

Purpose: Develop fluency in English and academic proficiency of English learners. $ 4,714.74

2014-15 English Learner Acquisition Program Carryover (9073)

Purpose: support English acquisition for English learners in grades 4-8. Program has been discontinued.

$ 36,005.67

Total amount of state categorical funds allocated to this school:

$

94,351.26

Federal Programs Under the Elementary Secondary Education Act Allocation

Title I, Part A: Basic Grant (3010) 2015-16 Budget $37,895+ $15,696.42 (2014-15 C/O) = $53,591.42 (includes $4,704 for parent involvement) Purpose: support effective, research-based educational strategies that close the achievement gap between high-and low-performing students and enable the students to meet the state's academic standards

$

53,591.42

Total amount of federal categorical funds allocated to this school: $ 53,591.42

Total amount of state and federal categorical funds allocated to this school: $ 147,942.68


13

Planned Improvements in Student Performance The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards.

School Goals for Improving Student Achievement Goal #1: The percentage of 7th – 8th grade students who Met or Exceeded the Standard on the ELA/Literacy California Assessment of Student Performance and Progress (CAASPP) in the Spring of 2016 will rise from 24% to 29%. Goal #2: The percentage of 7th – 8th grade students who Met or Exceeded the Standard on the Math California Assessment of Student Performance and Progress (CAASPP) in the Spring of 2016 will rise from 12% to 17%. Goal #3: The percentage of EL students who advance one performance level per year on the overall CELDT score will increase from 32% to 37% as indicated by the 2015 CELDT test and noted on the CELDT Movement Report in EADMS. Goal #4: Develop and support Middle School Academies at CDA and align with Academies at CVHS. Goal #5: School safety and climate: Reduce the percentage of school suspension days from 2014-15 by 5%.


14

School Goals for Improving Student Achievement Goal #1: The percentage of 7th – 8th grade students who Met or Exceeded the Standard on the ELA/Literacy California Assessment of Student Performance and Progress (CAASPP) in the Spring of 2016 will rise from 24% to 29%. Describe how this goal aligns to the district’s LEA Plan goals:

This aligns with the District Local Educational Agency Plan (LEAP) Goal 1A for Proficiency in Reading/Language Arts.

What data was used to form this goal:

CAASPP Spring 2015 Results

Individuals Involved in analyzing data and formulating goal:

Principal, Leadership Team, School Site Council, ELAC groups

What did the analysis of the data reveal that led to this goal:

Few students met or exceeded the standard in ELA/Literacy on the Spring 2015 CAASPP. This is a critical area to monitor progress and provide resources for improvement.

Identify targeted student groups and expected growth:

Targeted student groups: • All students at Cahuilla Desert Academy will be targeted with CCSS instruction in order to prepare for

21st Century learning, including college, career, and citizenship success. Culminating tasks to determine progress will be reviewed and monitored for all grades.

• Students in grades 7th – 8th will be monitored for proficiency attainment as evidenced by the Spring 2016 administration of the CAASPP. It is expected students will, at a minimum, surpass the percentage of students who scored Met or Exceeded during the 2015 administration of the CAASPP in ELA.

Expected growth: • A minimum of 29% or more of 7th – 8th grade students will achieve proficiency or higher by the end of

the 2015-16 school year, as measured by the CAASPP in ELA.

What data will be collected to measure student achievement?

The data that will be analyzed to measure student progress will be the results of the Spring 2016 CAASPP in ELA.

Identify the process for monitoring and evaluating collected data:

School administration and grade level teachers can monitor CAASPP results as well as data that parallels to the CAASPP. The data collected will be monitored and evaluated by our teachers as a grade level during department collaboration. Numerous monitoring points throughout the school year have been established to help guide instruction tailored to students’ needs. This progress monitoring data will be taken from the culminating tasks, formative assessments, and district benchmarks, which will be aligned to the CAASPP. Data analysis at these meetings will determine an instructional focus for continued remediation and best first practices for attainment of the CCSS in ELA.


15

Describe the actions to improve achievement to exit program improvement (if applicable):

With the loss of PLC time during the 2015-16 school year, time to collaborate with colleagues is limited. Staff Meetings will include professional development from iCenter staff and best practice sharing from other teachers. The second staff monthly staff meeting time will be dedicated for department collaboration.

Continued implementation and refinement of the Units of Study with increasing skill in using technology will lead to increased student performance.

Student tutoring time is a necessary support for struggling students and is frequently requested by parents.


16

Strategies/Action Plans

Start & Completion

Dates Personnel

Responsible Funding Source

& Amount Process for Evaluation

of Implementation

1.1 Reading Intervention Program 1.1.a. Continued implementation of the READ 180 program with double blocked periods for program fidelity. Target class size is 21:1. The READ 180 program is an intervention program for below grade level struggling readers.

August 2015–June 2016

Principal

Counselors

English Department Chair and Teachers

No cost to the school site as funded by the district.

Review of READ 180 student entry and exit lexile levels. Student grades in both READ 180 and grade level English classes. Student performance on the 2016 CAASPP for English.

1.2 ELA Student Tutoring 1.2.a. Before school ELA tutoring.

Fall 2015–June 2016

Principal

Tutoring Teacher(s)

$5,771 2015-16 Title 1

Sign in logs of students attending tutoring. Student grades in English and other Core Subjects. 2016 CAASPP scores for ELA.

1.3 ELA Supplemental Curriculum Materials 1.3.a. Provide supplemental curriculum materials for English and Creative Writing classes.


Principal

Tutoring Teacher(s)

$3,000 2015-16 Title 1 $15,300 2014-15 Carryover Title I

Student grades in English and other Core Subjects. Student and Teacher feedback.

1.4 AVID Program 1.4.a. With the goal of taking AVID strategies schoolwide, provide funding for 10 teachers to attend the AVID Summer Institute. 1.4.b. Provide funding for AVID tutors.


Principal

AVID Coordinator

Attending Teachers

(a) $10,677.85 2014-15 Carryover EIA/SCE (a) $10,000 2015-16 LCFF-EIA-SCE

(b) $1,000 2015-16 Title I

Student grades in English and other Core Subjects. Student and Teacher feedback.


17

1.5 Literacy in Other Content Areas 1.5.a. To support the teaching of ELA/Literacy in Other Content areas (across the curriculum), provide Professional Development and Supplemental Materials.


Principal

AVID Coordinator

Attending Teachers

$6,000 2015-16 Title I

Student grades in Other Content areas. 2016 CAASPP scores for ELA.

1.6 Parent Involvement to support ELA student achievement 1.6.a. To support student achievement in ELA/Literacy, it is necessary to welcome parent involvement. The district is funding 3.5 hours a day for staffing the Parent Center at CDA with a Parent / Community Liaison. 1.6.b. To encourage parents to visit the parent center and access the Aeries Parent portal, computers are needed in the parent canter. Provide funding for three iMac computers for sole use of the Parent Center.


Principal

Parent / Community Liaison

District Parent and Community Engagement Coordinator

(b) $4,518 2015-16 Title I

A log of parents that visit the Parent Center. A log of parents using the Parent Center computers. Develop a parent survey of their impressions of the Parent Center and what they would like to see expanded or added. Feedback from the SSC, ELAC, and FIAT groups.


18

Goal #2: The percentage of 7th – 8th grade students who Met or Exceeded the Standard on the Math California Assessment of Student Performance and Progress (CAASPP) in the Spring of 2016 will rise from 12% to 17%. Describe how this goal aligns to the district’s LEA Plan goals:

This aligns with the District Local Educational Agency Plan (LEAP) Goal 1B for Proficiency in Mathematics.


CAASPP Spring 2015 Results


Principal, Leadership Team and School Site Council & ELAC


Few students met or exceeded the standard in Math on the Spring 2015 CAASPP. This is a critical area to monitor progress and provide resources for improvement.


Targeted student groups: • All students at Cahuilla Desert Academy will be targeted with CCSS instruction in order to prepare for

21st Century learning, including college, career, and citizenship success. Culminating tasks to determine progress will be reviewed and monitored for all grades.

• Students in grades 7th – 8th will be monitored for proficiency attainment as evidenced by the Spring 2016 administration of the CAASPP. It is expected students will, at a minimum, surpass the percentage of students who scored Met or Exceeded during the 2015 administration of the CAASPP in Math.

Expected growth: • A minimum of 17% or more of 7th – 8th grade students will achieve proficiency or higher by the end of

the 2015-16 school year, as measured by the CAASPP in Math.


The data that will be analyzed to measure student progress will be the results of the Spring 2016 CAASPP in Math.


School administration and grade level teachers can monitor CAASPP results as well as data that parallels to the CAASPP. The data collected will be monitored and evaluated by our teachers as a grade level during department collaboration. Numerous monitoring points throughout the school year have been established to help guide instruction tailored to students’ needs. This progress monitoring data will be taken from the culminating tasks, formative assessments, and district benchmarks, which will be aligned to the CAASPP. Data analysis at these meetings will determine an instructional focus for continued remediation and best first practices for attainment of the CCSS in Math.


19


With the loss of PLC time during the 2015-16 school year, time to collaborate with colleagues is limited. Staff Meetings will include professional development from iCenter staff and best practice sharing from other teachers. The second staff monthly staff meeting time will be dedicated for department collaboration.

Continued implementation and refinement of the Units of Study with increasing skill in using technology will lead to increased student performance.

Student tutoring time is a necessary support for struggling students and is frequently requested by parents.


20


Start & Completion

Dates Personnel

Responsible

Funding Source & Amount

Process for Evaluation of Implementation

2.1 Master Schedule design and Curriculum & Instructional Materials 2.1.a. Addition of Math Support sections to the 2015-16 Master Schedule for students needing additional time 2.1.b Additional training in using the ALEKS program in the Math Support classrooms 2.1.c Consideration of alternative Math Support curriculums and materials 2.1.d Development of 7th grade and 8th grade Math placement exams


Principal

Counselors

Math Department Chair and Teachers

(d) $2,200 2015-16 LCFF-EIA-SCE

Review of Master Schedules for 2015-16 and planned for 2016-17 Student grades in both Math Support and Grade Level Math Classes. Student performance on the 2016 CAASPP for Math.

2.2 Math Student Tutoring 2.2.a. Before school Math tutoring.


Principal

Tutoring Teacher(s)

$4,809 2015-16 Title 1

Sign in logs of students attending tutoring. Student grades in grade level Math classes and Math Support classes 2016 CAASPP scores.

2.3 Professional Development 2.3.a. Professional development to increase the effectiveness of Math instruction. Funding to attend the CMC-South conference in Palm Springs.

Fall 2015 Principal

Math Department Chair Math teachers

$475 2015-16 Title I

Teacher attendee feedback Information shared at Leadership Team meetings and Staff Meetings Effectiveness of strategies learned at the conference to increase student performance in Math as measured by grades and 2016 CAASPP scores.


21


Start & Completion

Dates Personnel

Responsible



2.4 Math & Science Nights 2.4.a. Provide hours for a Math & Science Fair Coordinator to support student projects and the fair.

Fall 2015 Principal

Math & Science Fair Coordinator

$626 2015-16 Title I

Number of students participating. Performance of the students participating.

2.5 Software to Support Math Achievement 2.5.a. Provide software to support math instruction. Software includes Showbie, Nearpod, Kuta Software, and Brain Pop.

Fall 2015 Principal

Math Department Chair

Math teachers

$4,100 2015-16 Title I $2,500 2015-16 LCFF-EIA-SCE

Student Math performance as measured by grades and 2016 CAASPP scores.


22

Goal #3: The percentage of EL students who advance one performance level per year on the overall CELDT score will increase from 32% to 37% as indicated by the 2015 CELDT test and noted on the CELDT Movement Report in EADMS.

Describe how this goal aligns to the district’s LEA Plan goals:

This aligns with the District Local Educational Agency Plan (LEAP) Goal 2 for AMAO 1–Annual Progress in Learning English, AMAO 2–English Proficiency, and AMAO 3–AYP for EL Subgroup.


Student grades, CELDT assessment scores, student attendance, student behavior data, staff meetings, Department Chair meetings, School Site Council meetings, English Learner Advisory Committee meetings.


Principal, Leadership Team, FIAT Team, School Site Council, and ELAC


The percentage of students who redesignate from being English Learners (EL) needs to increase. A way to monitor progress is to look at the rates of students increasing performance levels on the CELDT as CELDT scores influence redesignation decisions.


Targeted student groups: • All students who are English Learners. Expected growth: • The percentage of EL students who advance one performance level per year on the overall CELDT

score will increase from 32% to 37% as indicated by the 2015 CELDT test and noted on the CELDT Movement Report in EADMS.


The CELDT score data will be measured. Tangentially, the redesignation rates will be monitored as well as these are related to student CELDT scores.


CELDT scores become available in January. This data will inform Master Scheduling designs for the 2016-17 School Year and the expansion of SDAIE sections for EL students in the core content areas of English, Math, Science, and Social Studies.


Increasing numbers of students who improve performance on the CELDT will also increase subgroup and overall student performance in English Language Arts and Math as well.


23


Start & Completion

Dates Personnel

Responsible



3.1 Master Schedule design and Curriculum & Instructional Materials to support EL students 3.1.a. Addition of ELD sections to the 2015-16 Master Schedule for EL students who have not yet redesignated 3.1.b Plan to offer SDAIE sections in the core curriculum of English, Math, Science, and Social Studies during the 2016-17 school year for EL students 3.1.c Support the ELD teachers with the new English 3D curriculum 3.1.d Plan to expand AVID to EL students during the 2016-17 school year through the AVID Excel program


Principal

Assistant Principal

Leadership Team

ELD teachers

District EL Department

None Review of Master Schedules for 2015-16 and planned for 2016-17 Student grades in ELD classes and other classes CELDT scores and redesignation rates.

3.2 EL Student Tutoring 3.2.a. Before school tutoring for EL students by an ELD teacher.


Principal

Tutoring Teacher(s)

$1,850 2015-16 LCFF-EIA-LEP

Sign in logs of students attending tutoring. Student grades in ELD classes and other classes CELDT scores and redesignation rates.


24

3.3 Professional Development 3.3.a. Professional development to increase the effectiveness of EL instruction. Funding for two teachers to attend the CABE conference. 3.3.b Professional development to increase the effectiveness of EL instruction through the use of technology. Funding for teachers to attend the CUE conference with an emphasis on finding instructional strategies to increase the success of EL students.

Spring 2016 Principal

Leadership Team

Participating Teachers

(a) $6,000 2015-16 LCFF-EIA-LEP (b) $2,000 2014-15 Carryover ELAP

Teacher attendee feedback Information shared at Leadership Team meetings and Staff Meetings Effectiveness of strategies learned at the conference to increase student acquisition of English as measured by grades, CELDT scores, and redesignation rates.

3.4 Increased Access to Technology 3.4.a. Purchase of 32 iPad Pro tablets with Apple Pencils and rugged protective cases. 3.4.b Retrofitting older iPad carts for the iPad Pros 3.4.c Availability and use of iPad Pro and stylus

Spring 2016 Principal

Teachers of EL Students

$33,000 2014-15 Carryover ELAP

EL student grades, CELDT scores, and redesignation rates. Usage rates of the iPad Pro tablets and stylus.


25

Goal #4: Develop and support Middle School Academies at CDA and align with Academies at CVHS. Describe how this goal aligns to the district’s LEA Plan goals:

This aligns with the District Local Control & Accountability Plan (LCAP) Goal 1 to Increase student achievement and other pupil outcomes to prepare all students for college, career, and citizenship in the 21st Century.


The high schools are further developing CTE Pathways and Academies and the desire is to have middle school increasingly in alignment with the offerings at the high school level.


Department Chairs, Administration, Counselors, District CTE Coordinator, School Site Council Officers & Members


A need to align middle school with high school Pathways and Academies was identified.


The middle school academy elective offerings are open to all students. With an emphasis on supporting EL students to become redesignated, it is expected additional students will have increasing opportunities for electives.


Student grades; student, parent, and teacher input; feedback from high school administration and counselors.


Developing a survey instrument to help us track the interest in and effectiveness of rich, CTE themed elective offerings.


Increased student interest and engagement in school is expected to not just improve performance in electives but in core academic subjects as well. This work supports the school efforts to increase student achievement in English Language Arts, Math, and performance of our English Learner students in Goals 1, 2, and 3.


26


Start & Completion

Dates Personnel

Responsible Funding Source

& Amount Process for Evaluation of

Implementation

4.1 Support our Robotics Elective and InfoTech Elective teachers and class sections with needed materials

4.1.a We have two periods of Robotics this school year, one 7th grade and one 8th grade 4.1.b We have six periods of InfoTech this school year


Principal

Assistant Principal

Robotics and InfoTech teachers

$15,000

2015-16 LCFF-CTE Academy & Pathway funding

Sustained enrollment of students in these electives

Student grades; student, parent, and teacher input; feedback from high school administration and counselors.

4.2 Explore developing environments for students to create projects

4.1.a Explore how to create Maker Spaces in the Library 4.2.b Areas available are the lab adjacent to the library, the round room, and the library entrance alcove


Principal

Assistant Principal

Leadership Team

Library Staff

Robotics and InfoTech teachers

iCenter Staff

None Student and teacher input

Stakeholder enthusiasm and support

Formulation of plans


27

Goal #5: School safety and climate: Reduce the percentage of school suspension days from 2014-15 by 5%. Describe how this goal aligns to the district’s LEA Plan goals:

This aligns with the District Local Educational Agency Plan (LEAP) Goal 4 for Safe and Drug Free Schools in addition to state and district requirements for safe schools within a Safe School Plan, School Site Council (SSC), English Learner Advisory Council (ELAC), and Family Involvement Action Team (FIAT) requirements.


Suspension and expulsion reports, California Healthy Kids Survey, CAASPP testings results, student grades, staff meetings, Department Chair meetings, School Site Council meetings, and English Learner Advisory Committee meetings.


Department Chairs, Administration, Counselors, and School Site Council Officers & Members


While Cahuilla Desert Academy is a safe environment to learn and work, continued work is necessary with Positive Behavior Interventions and Supports (PBIS) to reduce suspensions which remove students from classroom learning.


All student groups, general and special education.


Suspension and expulsion rates, grades, attendance, school climate surveys, and CAASPP results.


Working with the district office of Child Welfare and Attendance (CWA), monthly suspension rates are monitored and tabulated. This provides a month to month and year to year overview of suspension rates. Attendance is also reviewed weekly for district attendance reports and sharing with the campus leadership team.


Improvement of school climate should result in better attendance and student achievement. These will impact Program Improvement status.


28


Start & Completion

Dates Personnel

Responsible


Process for Evaluation of

Implementation

5.1 Revision and alignment of a comprehensive school safety plan to ensure the well-being all students and faculty in the event of an emergency while meeting the needs of parents and guardians.

5.1.a Fund a Site Disaster Preparedness Lead Teacher Stipend 5.1.b Schedule (4) quarterly evacuation drills; and provide access to test fire alarm system 5.1.c. Perform facilities walks/monitor results of fire department and risk management inspection reports 5.1.d. Revise Schoolwide expectations for students in areas such as the cafeteria, library, passing periods, classrooms and etc., involve students and staff in the development of these expectations. 5.1.e Implement anti-bullying efforts campus wide; 5.1.f. Work with the Coachella Valley Youth Leadership team. 5.1.g. Ensure that all certificated faculty and classified staff have completed Sexual Harassment training. 5.1.h Ensure that all certificated faculty and classified staff are first aid and CPR trained;


Principal

Asst. Principal

Site Disaster Preparedness Lead Teacher

Teachers and Staff

School Resource Officer, Campus Security, and Campus Supervisors

Students Leadership (ASB)

$500 Discretionary

$1,500 Title I for PBIS and Alternatives to Suspension

Reduction in student injury reports; suspensions; bullying incidents; fights and alcohol & drug violations


29

5.2 Recognition program to address student attendance, academic success and positive behavior.

5.2.a Quarterly grade level awards and recognition 5.2.b Principal’s participation in daily campus announcements and visibility of Principal, Assistant Principal and Counselors on campus, during both lunches, and before and after school 5.2.c Posting on school webpage, Facebook, and Twitter (#CDAhawks) of student success 5.2.d Recognize ASES achievements 5.2.e ASB, FNL, ASES, and AVID themed celebration and recognition weeks such as Breast Cancer Awareness and Autism Awareness. 5.2.f Recognize students who redesignated from EL to RFEP 5.2.g Lunch and Learn


Principal

Asst. Principal

Counselors

$3,000 Discretionary

Certificates & Awards, cake and punch

Increase number of students qualifying for quarterly honor roll

Increase monthly attendance and reduce suspension rates

Student feedback and input

5.3 Provide Student Leadership Opportunities

5.3.a ASB 5.3.b AVID 5.3.c Yearbook 5.3.d Friday Night Live (FNL) 5.3.e. ASES 5.3.f. Music/Band


(a) ASB Advisor

(b) AVID Lead

(c) Yearbook Teacher

(d) FNL Advisor

(e) ASES

(f) Band Teacher

None Student and advisor feedback

Increased number of students participating in clubs and activities


30

5.4 Provide opportunities for students to engage in extended and supplemental learning opportunities

5.4.a ASES 5.4.b GATE Activities 5.4.c Extra-curricular activities (Friday Night Live, Band, Yearbook, Clubs) 5.4.d Science Labs, Science Fair, History Fair, Math Field Day


ASES Coordinator

GATE Coordinator

FNL Advisor

Music Teacher

Yearbook Teacher

Club Advisor

Science Chair

Math Chair

GATE Coordinator Stipend funded by district

Hours for Science Fair Coordinator (under Goal #2)

As Funds Become Available

Increase in students participating in ASES Program Increased participation of district projects for Science Fair Increased participation of district projects for History Fair

5.5 Provide students support through counseling department 5.5.a Specialized counseling groups 5.5.b Counseling referrals for students showing signs of emotional distress 5.5.c Coachella Valley Youth Leadership 5.5.d SST Meetings 5.5.e Red Ribbon Week 5.5.f College and Career Counseling


Counselors

None Decrease in disciplinary referrals for minor behavior infractions Increased student satisfaction with support from adults at school in character education

5.6 Signage displaying student work and positive student activities 5.6.a Plan, design, purchase, and install monitors screens in 100 and 300 buildings 5.6.b Generate and refresh content to display on monitor screens


Principal

Assistant Principal

Leadership Team

ASB

$6,000 2015-16 Title I

Student, Staff, and Parent Feedback Reduced suspensions Increased attendance


31

References

CAASPP – Grade 7 English Language Arts/Literacy 2014-15

Num

ber o

f St

uden

ts E

nrol

led

Num

ber o

f St

uden

ts T

este

d

Perc

ent o

f En

rolle

d St

uden

ts

Test

ed

Num

ber o

f St

uden

ts W

ith

Scor

es

Mea

n Sc

ale

Scor

e

Stan

dard

Ex

ceed

ed

Stan

dard

Met

Stan

dard

Nea

rly

Met

Stan

dard

Not

Met

All Students Tested 499 465 93.2% 465 2475.6 1% 18% 28% 52%Male 499 250 50.1% 250 2463.2 1% 15% 27% 57%Female 499 215 43.1% 215 2490.0 1% 22% 29% 47%African AmericanAmerican Indian or Alaskan Native 499 2 0.4% 2 * * * * *Asian 499 1 0.2% 1 * * * * *Filipino 499 2 0.4% 2 * * * * *Hispanic or Latino 499 455 91.2% 455 2475.5 1% 19% 28% 52%Hawaiian or Pacific IslanderWhite (not Hispanic) 499 3 0.6% 3 * * * * *Two or More Races 499 2 0.4% 2 * * * * *Socioeconomically Disadvantaged 499 429 86.0% 429 2473.6 1% 18% 28% 53%English Learners 499 126 25.3% 126 2409.7 0% 2% 10% 88%Students with Disabilities 499 50 10.0% 50 2393.3 0% 2% 6% 92%Migrant Education 499 26 5.2% 26 2459.2 0% 23% 12% 65%Foster Youth

English Language Arts/Literacy14-15

Grade 7


32

CAASPP – Grade 7 Mathematics 2014-15

Num

ber o

f St

uden

ts E

nrol

led

Num

ber o

f St

uden

ts T

este

d

Perc

ent o

f En

rolle

d St

uden

ts

Test

ed

Num

ber o

f St

uden

ts W

ith

Scor

es

Mea

n Sc

ale

Scor

e

Stan

dard

Ex

ceed

ed

Stan

dard

Met

Stan

dard

Nea

rly

Met

Stan

dard

Not

Met

All Students Tested 499 496 99.4% 496 2452.1 3% 8% 26% 64%Male 499 266 53.3% 266 2447.3 3% 8% 26% 63%Female 499 230 46.1% 230 2457.7 3% 7% 26% 64%African AmericanAmerican Indian or Alaskan Native 499 2 0.4% 2 * * * * *AsianFilipino 499 2 0.4% 2 * * * * *Hispanic or Latino 499 486 97.4% 486 2451.8 2% 8% 26% 64%Hawaiian or Pacific IslanderWhite (not Hispanic) 499 3 0.6% 3 * * * * *Two or More Races 499 2 0.4% 2 * * * * *Socioeconomically Disadvantaged 499 460 92.2% 460 2450.2 2% 8% 26% 64%English Learners 499 133 26.7% 133 2400.3 1% 1% 11% 87%Students with Disabilities 499 50 10.0% 50 2356.7 0% 0% 8% 92%Migrant Education 499 28 5.6% 28 2453.8 0% 7% 32% 61%Foster Youth

Grade 7

Mathematics14-15


33

CAASPP – Grade 8 English Language Arts/Literacy 2014-15

Num

ber o

f St

uden

ts E

nrol

led

Num

ber o

f St

uden

ts T

este

d

Perc

ent o

f En

rolle

d St

uden

ts

Test

ed

Num

ber o

f St

uden

ts W

ith

Scor

es

Mea

n Sc

ale

Scor

e

Stan

dard

Ex

ceed

ed

Stan

dard

Met

Stan

dard

Nea

rly

Met

Stan

dard

Not

Met

All Students Tested 437 433 99.1% 433 2517.0 3% 26% 34% 37%Male 437 228 52.2% 228 2501.2 3% 23% 31% 43%Female 437 205 46.9% 205 2534.6 3% 29% 38% 30%African American 437 1 0.2% 1 * * * * *American Indian or Alaskan NativeAsianFilipino 437 1 0.2% 1 * * * * *Hispanic or Latino 437 420 96.1% 420 2515.8 3% 26% 34% 38%Hawaiian or Pacific IslanderWhite (not Hispanic) 437 8 1.8% 8 * * * * *Two or More Races 437 3 0.7% 3 * * * * *Socioeconomically Disadvantaged 437 404 92.4% 404 2515.0 2% 25% 35% 38%English Learners 437 110 25.2% 110 2442.1 0% 0% 23% 77%Students with Disabilities 437 39 8.9% 39 2425.2 0% 0% 26% 74%Migrant Education 437 16 3.7% 16 2499.5 0% 31% 19% 50%Foster Youth

English Language Arts/Literacy14-15

Grade 8


34

CAASPP – Grade 8 Mathematics 2014-15

Num

ber o

f St

uden

ts E

nrol

led

Num

ber o

f St

uden

ts T

este

d

Perc

ent o

f En

rolle

d St

uden

ts

Test

ed

Num

ber o

f St

uden

ts W

ith

Scor

es

Mea

n Sc

ale

Scor

e

Stan

dard

Ex

ceed

ed

Stan

dard

Met

Stan

dard

Nea

rly

Met

Stan

dard

Not

Met

All Students Tested 437 432 98.9% 432 2475.3 3% 11% 27% 58%Male 437 228 52.2% 228 2466.0 4% 11% 24% 61%Female 437 204 46.7% 204 2485.8 3% 11% 31% 55%African American 437 1 0.2% 1 * * * * *American Indian or Alaskan NativeAsianFilipino 437 1 0.2% 1 * * * * *Hispanic or Latino 437 419 95.9% 419 2474.0 3% 11% 27% 58%Hawaiian or Pacific IslanderWhite (not Hispanic) 437 8 1.8% 8 * * * * *Two or More Races 437 3 0.7% 3 * * * * *Socioeconomically Disadvantaged 437 403 92.2% 403 2472.3 3% 11% 27% 59%English Learners 437 110 25.2% 110 2397.4 0% 0% 12% 88%Students with Disabilities 437 39 8.9% 39 2359.4 0% 0% 8% 92%Migrant Education 437 16 3.7% 16 2462.6 6% 25% 13% 56%Foster Youth

Mathematics14-15

Grade 8


35

CST Science – Grade 8 2014-15

CST Science – Grade 8 – 3 Year Comparison

0%5%

10%15%20%25%30%35%40%

Grade 8 14-15

40%

25%21%

10%

4%

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

12-13 13-14 14-15

Students Tested 360 390 394

% of Enrollment 91.8% 93.1% 90.2%

Students with Scores 360 390 394

Mean Scale Score 396.3 397 387.1

% Advanced 42% 47% 40%

% Proficient 32% 23% 25%

% Basic 14% 19% 21%

% Below Basic 9% 7% 10%

% Far Below Basic 3% 3% 4%

Grade 8CST Science


36

CELDT 2014-15

CELDT 3 Year Comparison

Students Tested Beginning

EarlyIntermediate Intermediate

EarlyAdvanced Advanced

Grade 7 162 6% 13% 47% 30% 4%Grade 8 114 9% 12% 51% 25% 3%

Results Shown as Percentage

0%

2%

4%

6%

8%

10%

Grade7 Grade8

1%

7%6%

4%

6%

9%

2012-13Beginning 2013-14Beginning 2014-15Beginning

0%

5%

10%

15%

20%

25%

Grade7 Grade8

11%7%

21%

6%

13% 12%

2012-13EarlyIntermediate




37

0%

10%

20%

30%

40%

50%

60%

Grade7 Grade8

35%

48%

35%

46%47%51%

2012-13Intermediate 2013-14Intermediate 2014-15Intermediate

0%

10%

20%

30%

40%

50%

Grade7 Grade8

44%

34%33% 36%30%

25%

2012-13EarlyAdvanced



0%

2%

4%

6%

8%

10%

Grade7 Grade8

9%

4%

6%7%

4%3%

2012-13Advanced 2013-14Advanced 2014-15Advanced


38

School-Parent/Home Compact


39

Parent Involvement Policy


40


41


42


43


44

Parent Involvement Calendar

July

January Pan y Café con El Director Cyber Bullying Presentation Parent Academy District Spelling Bee Science Fair Parent Night 8th Scholar’s Student/Parent Expectations Winter Concert SSC Meeting ELAC Meeting

August

February ASES Basketball Tourney Pan y Café con El Director Parent Academy 7/8 Scholar’s Day Ceremony SSC Meeting ELAC Meeting

September 8th Scholar’s Day Ceremony (4th Qtr., June 2013) SSC Meeting Pan y Café con El Director Fall Pictures Open House

March Pan y Café con El Director Parent Academy 8th Scholar’s Student/Parent Expectations Track & Field Day County History Day Awards ASES Field Trip SSC Meeting ELAC Meeting

October Pan y Café con El Director Red Ribbon Week iPad Parent Nights

April Pan y Café con El Director Parent Academy iPad Parent Presentations Middle School Soccer SSC Meeting ELAC Meeting

November Pan y Café con El Director Parent Academy ASES Football Tourney SSC Meeting 1st Qtr. Student Led Conferences

May Pan y Café con El Director Rotary Math Field Day Parent Academy Cinco de Mayo Carnival ASES Soccer Middle School Softball Spring Concert SSC Meeting ELAC Meeting

December 7/8 Scholar’s Day Ceremony (1st Qtr.) Tamale Festival Parade Palm Springs Festival Parade Spelling Bee ASES Volleyball Tourney ASES Field Trip Parent Academy SSC Meeting ELAC Meeting

June Pan y Café con El Director 7th Scholar’s Day Ceremony Parent Academy ASES Field Trip 8th Grade Scholar’s Night Scholar’s Night ELAC Meeting SSC Meeting


45

Teacher Mentoring Programs The district offers two distinct programs to support professional growth and improve instruction in the classroom. The Beginning Teacher Support and Assessment (BTSA) program offers support and assistance to newly credentialed teachers. All participating new teachers are provided peer support over a two-year period. The Peer Assistance and Review (PAR) program is available to veteran teachers who need to improve instructional skills, classroom management strategies, subject knowledge, and/or related aspects of their teaching performance. Experienced and knowledgeable veteran teachers, referred to as “coaches”, are paired with teachers referred to the PAR program to provide individualized guidance, support, and training. Site-based Mentoring Programs: Cahuilla Desert Academy support teaching mentoring practices through the Professional Learning Community model. During PLC collaboration time, teachers share best practices, encourage sharing of professional development experiences, and promote personal growth through classroom visits and lesson observation. New teachers are also paired with veteran teachers to create a “buddy” system allowing for experienced teachers to mentor those new to teaching positions.


46

Professional Development Plan During the 2015-16 school year, the teaching staff at Cahuilla Desert Academy will participate in the following core staff development sessions:

• Mobile Learning • English Language Development • CAASPP assessment • AVID strategies

This year, History Department teachers attended the California Council for the Social Studies (CCSS) conference and a Math Department teacher attended the California Mathematics Council (CMC) conference. The plan for following years is for other core content area teachers to attend a California content conference at least every two years. For example, Science teachers can attend the California Science Teachers Association (CSTA) conference, and English teachers can attend the California Association of Teachers of English (CATE) conference.


47

Principal’s Training Aimed at Improving Student Achievement During the 2015-16 school year Principal Reule plans to participate in the following workshops/conferences:

• ACSA Personnel Academy • SAMR Training • AVID Summer Institute

Principal Reule is also active with his Professional Learning Network (PLN) on Twitter. He tweets as @PrincipalReule and regularly shares and receives resources and ideas in the educational community.


48

School Accountability Report Card (enVision will insert final report upon completion)


49

School Site Council Bylaws


50


51


52


53


54

Title I – School Plan Reference of Required Components (PI schools only) The following components of this plan comply with ESEA Title I, Part A Section 1116 for schools identified for Program Improvement

Addressed in SPSA?

Policies and Practices Identify the adoption of policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring that all students (and student subgroups) enrolled in the school become proficient.

Included in school goals and action plans.

Improvement of Instructional Strategies Identify strategies based on scientifically-based research that will strengthen the core academic subjects in a school and address the specific academic issue that caused a school to be identified for PI.


Specific Annual Measurable Objectives Describe specific AMOs developed for each of the student subgroups and in accordance with state’s measure of adequate yearly progress.

Included in school goals and action plans as well as AMAO Summary data located in the

Reference Section of this plan.

Extended Learning Identify, where appropriate, activities before school, after school, during the summer, and during any extension of the school year.


See the Extended Learning section of this plan for

ASES/ASSETS program participation and information.

Professional Development • A minimum of ten percent of Title I funds will be used each year that the school is

in PI for the purpose of providing high-quality professional development of teachers and principal.

• PD meets requirements of ESEA Section 1119 (qualifications for teachers and paraprofessionals)

• PD affords increased opportunity for participation • PD directly addresses the academic achievement problem that caused a school

to be identified for PI • How funds (10%) reserved for PD will be used to remove the school from PI

status

Included in school goals and action plan. Additional

information available in the Professional Development

Section and SARC located in the Reference Section of this

plan.

Parent Notification Description of how the school will provide written notice about the identification of the school for PI in understandable language and format.

See School Information Section of this plan.

Parent Involvement Strategies to promote effective parental involvement.

Parent Involvement Policy & Calendar located in the

Reference Section of this plan.

Shared Responsibility for Improvement Specify the responsibilities of the school, the district, the CDE, and a description of the technical assistance and fiscal responsibilities to be provided by the district.

School-Parent/Home Compact located in the Reference

Section of this plan.

Incorporation of a Teacher Mentoring Program Description provided in the Reference Section of this plan.


55

Title I – School Plan Reference of Required Components (SW schools only) The following components of this plan comply with ESEA Title I, Part A Section 1114 for Title I Schoolwide Schools

Addressed in SPSA?

Comprehensive Needs Assessment Preparation of a comprehensive needs assessment of all children enrolled in the school, including migratory children, which includes the analysis of student performance data in relation to the state academic content standards.

Described in the School Information Section of this

plan.

Schoolwide Reform Strategies Provide opportunities for all students to meet the academic standards at the proficient and advanced levels:

• Use instructional strategies that are based on scientifically-based research that strengthen the core academic program that: o Increase the amount and quality of learning time such as through an

extended school year, before- and after-school, and summer school programs and help provide an enriched and accelerated curriculum

o Include strategies for meeting the educational needs of historically underserved populations.

Include strategies to address the needs of all children in the school, and in particular, the needs of low-achieving students and those at-risk of not meeting the state content standards:

• Description of a process of revaluating whether the needs of students have been met and are consistent with the LEA plan


Student Support Strategies Strategies for timely and effective assistance to students that need additional help.


Teacher Involvement in Planning Academic Assessments Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on and to improve student achievement and the overall instructional program.


Transition from Preschool to Kindergarten Plans for assisting preschool children in the transition from early childhood programs, such as Head start, Even Start, Early Reading First, or a state-run preschool program to local elementary school programs.

Identified in the School Information Section of this

plan.

Highly Qualified Teachers Instruction by highly qualified teachers. Strategies to attract high quality highly-qualified teachers to high-need schools.

Identified in the School Information Section of this

plan.

Professional Development Provisions for high quality and ongoing professional development for teachers, principals, and paraprofessional and other staff to enable all children to meet the state’s academic achievement standards.

Included in school goals and action plans. Additional

information available in the Professional Development

Plan located in the Reference Section of this plan.

Coordination of Programs Coordination and integration of federal, state, and local services and program.

o Violence prevention programs o Nutrition Programs o Housing Programs o Head Start o Adult Education o Vocation and Technical Education o Job Training

Included in school goals and action plans. Additional details

available in the School Information Section of this

plan. Vocational and Technical Education programs and job

training programs are identified in the SARC located

in the Reference Section of this plan.

Parent Involvement Strategies to increase parental involvement in accordance with Section 1118, such as parents training parents, in-home conferences, parent centers, collaboration with government-sponsored preschool programs, literacy services.

School-Parent/Home Compact included in the Reference

Section of this plan.


56

Chart of Requirements

REQUIREMENTS LEGAL CITATION

EIA, English Learners

EIA, State C

ompensatory

Education

Title I, Targeted Assistance

Title I, Schoolwide

Title I, Program

Improvem

ent

Quality Education

Investment Act

Title II, Improving

Teacher Quality

Title III, English Learners

School Safety Block G

rant

Pupil Retention

Block Grant

School & Library Im

provement BG

I. Involvement Involve parents and community in planning and implementing the school plan

EC 52055.750(b) X

EC 35294.1(b)(2)(C) X

5CCR 3932 X X X X X X

20 USC 7115(a)(1)(E) X

20 USC 6315(c)(1)(G) X

20 USC 6314(b)(1), (2)(A) X Advisory committee review and recommendations

EC 64001(a) X X X X X X

EC 52055.755 X Written notice of program improvement status 20 USC 6316(b)(3) X

II. Governance and Administration

Single, comprehensive plan EC 64001(a), (d) X X X X X X X X X

EC 52853 X X X X X EC 41572 X EC 41507 X EC 35294.1(a) X 20 USC 6315(c)(1)(B) X 20 USC 6314(b)(2)(A) X School Site Council (SSC) constituted per former EC 52012

EC 64001(g) X X X X X X X X X

SSC developed SPSA and expenditures

EC 64001(a) EC 41572 EC 41507 EC 35294.1(b)(1)

X X X X X X X X X

X X X SSC annually updates the SPSA EC 64001(g) X X X X X X X X X

EC 35294.2(e) X Governing board approves SPSA EC 64001(h) X X X X X X X X X X X

EC 52055.750(a)(5) X Policies to ensure all groups succeed (specify role of school, LEA, and SEA; and coordination with other organizations)

20 USC 6316(b)(3) X

20 USC 6316(b)(3) X

III. Funding Plan includes proposed expenditures to improve academic performance

EC 64001(g) X X X X X X X

EC 52853 X X X X X


57

20 USC 6316(b)(3) X

20 USC 6315(c) X

20 USC 6314(b)(2)(A) X Describe centralized services expenditures 5 CCR 3947(b) X X

IV. Standards, Assessment, and Accountability

Comprehensive assessment and analysis of data

EC 64001(f) X X X X X X X

EC 52055.740(a)(1)(D)(5) X

20 USC 6314(b)(1), (2)(A) X Evaluation of improvement strategies EC 64001(f) X X X X X X X

EC 52853 X X X X X

EC 35294.2(e) X

EC 32228.5(b) X Assessment results available to parents

EC 35294.2(e) X

20 USC 6314(b)(2)(A) X V. Staffing and Professional Development

Provide staff development EC 52853 X X X X X

EC 52055.750I X

EC 32228(b)(2) X

20 USC 6316(b)(3) X

20 USC 6315I(1)(F) X

20 USC 6314(b)(1), (2)(A) X Budget 10 percent of Title I for staff development

20 USC 6316(b)(3) X

Provide highly qualified staff EC 52055.740(a)(1)(D)(3) X

20 USC 6315I(1)(E) X

20 USC 6314(b)(1), (2)(A) X Distribute experienced teachers EC 52055.750(a)(10) X

VI. Opportunity and Learning

Describe instruction for at-risk students EC 52853 X X X X X

Describe the help for students to meet state standards

EC 64001(f) X X X X X X X

20 USC 6314(b)(1), (2)(A) X

20 USC 6315(c) X Describe auxiliary services for at-risk students EC 52853 X X X X X

20 USC 6315(c) X

20 USC 6314(b)(1), (2)(A) X Avoid isolation or segregation 5CCR 3934 X X X X X

VII. Teaching and Learning

Goals based on performance EC 64001(f) X X X X X X X


58

Define objectives 20 USC 6316(b)(3) X

Steps to intended outcomes 5CCR 3930 X X X X X

Account for all services 5CCR 3930 X X X X X Provide strategies responsive to student needs


20 USC 6315(c) X

20 USC 6314(b)(2)(A) X Describe reform strategies that: 20 USC 6314(b)(1), (2)(A) X

-Allow all to meet/exceed standards 20 USC 6315(c) X X

-Are effective, research-based 20 USC 6316(b)(3) X X

20 USC 6315(c)(1)(c) X

20 USC 6314(b)(1)(B) X -Strengthen core academics EC 52054 X

-Address under-served populations EC 52054 X

-Provide effective, timely assistance 20 USC 6314(b)(1)(I), (2)(A) X

-Increase learning time 20 USC 6316(b)(3); X

20 USC 6314(b)(1)(B),(2) X -Meet needs of low-performing students

20 USC 6315(c)(A); X

20 USC 6314(b)(1)(B),(2) X -Involve teachers in academic Assessments

20 USC 6314(b)(1)(H), (2) X

-Coordinate state and federal programs

20 USC 6315(c)(1)(H) X

-Transition from preschool

20 USC 6314(b)(1)(J), (2)(A) X

20 USC 6315(c)(1)(D) X

20 USC 6314(b)(1)(G), (2)(A) X Enable continuous progress Acquire basic skills, literacy


5CCR 3937 X X X X X Align curriculum, strategies, and materials with state standards or law

EC 52853 X X X X X

Provide high school career preparation 5CCR 4403 X

Single Plan for Student Achievement Cahuilla Desert Academy

Documents

Transcript of Single Plan for Student Achievement Cahuilla Desert Academy